Curriculum-Based Measurement Procedures to Develop Multiple-Skill Mathematics Computation Probes: Evaluation of Random and Stratified Stimulus-Set Arrangements
Abstract
Curriculum-based measurement (CBM) procedures have been developed to assess mathematics computation (M-CBM). Recent research has demonstrated that the psychometric characteristics of measurement outcomes vary as a function of administration procedures. This study examined the effect of an alternate set of procedures to construct more consistent multiple-skill M-CBM computation probes. Researchers compared two probe construction techniques: randomized stimulus-set arrangement and stratified stimulus-set arrangement. The results of repeated multiple-skill M-CBMs that were administered to students within five primary grades (N = 219) suggest that stratified construction of multiple-skill M-CBM computation probes is likely to yield more generalizable and dependable measurement outcomes. This result was especially robust within the upper primary grades. The convergence of these findings with previous research is discussed along with implications for practice and future research.
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Using Progress-Monitoring Data to Improve Instructional Decision Making
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Christ, T. J., & Ardoin, S. P. (2009) · Journal of School Psychology · doi:10.1016/j.jsp.2008.09.004 · Cited by 110 · see citing works
“Other facets that appear within the CBM literature include the duration of assessment (Christ et al., 2005), arrangement of stimulus content (Christ & Vining, 2006), type/uniformity of stimulus content (Hintze, Christ, & Keller, 2002), and number of measurements used to estimate growth (Hintze et…”
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Christ, T. J., Scullin, S., Tolbize, A., & Jiban, C. L. (2008) · Assessment for Effective Intervention · doi:10.1177/1534508407313480 · Cited by 72 · see citing works
“Recent recommendations in the published literature established that practitioners and researchers should carefully consider both the method and size of a behavior sample when interpreting the outcome of CBM-M (Christ et al., 2005; Christ & Vining, 2006; Hintze et al., 2002).”
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“Given the focus of elementary school curriculum on basic operations, it is not surprising that computation has been the focus of considerable CBM research with students in grades 1–5 [142–147].”
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Christ, T. J., & Desjardins, C. D. (2017) · Journal of Psychoeducational Assessment · doi:10.1177/0734282917712174 · Cited by 17 · see citing works
“New methods have emerged to select (Christ & Ardoin, 2009; Poncy, Skinner, & Axtell, 2005) and arrange the stimuli (Christ & Vining, 2006) that comprise the 20-to-30 alternate forms, which need to be of substantially similar qualities to ensure consistent measurement across occasions.”
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“Recent studies have compared the dependability of M-CBM growth scores when certain assessment elements are varied, and results support the use of GT to identify inconsistent sources of difficulty across alternative forms (Christ et al., 2005; Christ & Vining, 2006; Hintze et al., 2002).”
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“Christ and Vining (2006) and Methe et al. (2015) investigated the use of a stratified item arrangement relative to randomized item arrangements when using mixed skill M-CBM probes to estimate grade-level math ability.”
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“When the goal of the study, however, is to conduct a controlled comparison between two assessment options (e.g., random vs. stratified M-CBM probes; Christ & Vining, 2006) rather than to provide guidelines for applied data collection, the use of highly-trained raters is less problematic.”
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“When sampling items to comprise forms, the total number of counted or added numerals, numbers, or objects was constrained and matched across each form, similar to a procedure described by Christ and Vining (2006) that controlled variability when items are selected from a larger item pool.”
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“…and validity evidence continues to emerge for CBM (Marston, 1989; Wayman et al., 2007); and especially for CBM-R (CBM-R; Ardoin & Christ, 2008; Christ & Vining, 2006) and CBM-M computation (Christ, Johnson-Gros, & Hintze, 2005; Christ, Scullin, Tolbize, & Jiban, 2008; Foegen, Jiban, & Deno,…”
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“The progress of these interventions is typically indexed using SSM M-CBMs (Christ et al., 2008; Christ & Vining, 2006).”
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“Later studies used G-theory to examine stratified content arrangement versus random content arrangement on math measures, finding that stratified content resulted in more generalizable and dependable scores (Christ & Vining, 2006; Methe et al., 2015).”
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“Like in CBM-R, Christ and Vining (2006) describe an “excessive reliance on research that has examined relative score interpretation” (p. 398).”
Lucas, J. H. (2013) · Digital Commons - PCOM (Philadelphia College of Osteopathic Medicine) · Cited by 1 · see citing works
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Becker, D. (2020) · University of Minnesota Digital Conservancy (University of Minnesota) · Cited by 1 · see citing works
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O'Shea, L. M. (2014) · Scholars' Bank (University of Oregon)
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Payne, A. L., Solomon, B. G., VanDerHeyden, A. M., & Moeyaert, M. (2026) · Journal of School Psychology · doi:10.1016/j.jsp.2026.101594
- Authors
- Christ, T. J., & Vining, O.
- Affiliations
- University of Minnesota (US)
- University of Southern Mississippi (US)
- Corresponding author
- Christ, Theodore J.
- ORCID
- Christ, Theodore J.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2006-09-01
- Volume
- 35
- Issue
- 3
- Pages
- 387-400
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W131836617
- Cited by
- 33
- References
- 0
- Citations by year
- 2026: 1 · 2023: 1 · 2022: 4 · 2021: 2 · 2020: 1 · 2019: 1 · 2017: 2 · 2016: 3 · 2015: 3 · 2014: 3 · 2013: 3
- FWCI
- 3.40
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Keywords
- curriculum-based measurement, probe construction, measurement consistency, elementary school students, mathematics assessment
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